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A freely available educational application (a mobile website) is presented. This provides access to educational material and drilling on selected topics within mathematics and statistics with an emphasis on tablets and mobile phones. The application adapts to the students performance, selecting from easy to difficult questions, or older material etc. These adaptations are based on statistical models and analyses of data from testing precursors of the system within several courses, from calculus and introductory statistics through multiple linear regression. The application can be used in both on-line and off-line modes. The behavior of the application is determined by parameters, the effects of which can be estimated statistically. Results presented include analyses of how the internal algorithms relate to passing a course and general incremental improvement in knowledge during a semester.
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A learning environment, the tutor-web (http://tutor-web.net), has been developed and used for educational research. The system is accessible and free to use for anyone having access to the Web. It is based on open source software and the teaching material is licensed under the Creative Commons Attribution-ShareAlike License. The system has been used for computer-assisted education in statistics and mathematics. It offers a unique way to structure and link together teaching material and includes interactive quizzes with the primary purpose of increasing learning rather than mere evaluation. The system was used in a course on basic statistics in the University of Iceland, spring 2013. A randomized trial was conducted to investigate the difference in learning between students doing regular homework and students using the system. The difference between the groups was not found to be significant.
With the advances in tools and the rise of popularity, Bayesian statistics is becoming more important for undergraduates. In this study, we surveyed whether an undergraduate Bayesian course is offered or not in our sample of 152 high-ranking research universities and liberal arts colleges. For each identified Bayesian course, we examined how it fits into the institutions undergraduate curricula, such as majors and prerequisites. Through a series of course syllabi analyses, we explored the topics covered and their popularity in these courses, the adopted teaching and learning tools, such as software. This paper presents our findings on the current practices of Bayesian education at the undergraduate level. Based on our findings, we provide recommendations for programs that may consider offering Bayesian education to their students.
Hundreds of thousands of astronomy education activities exist, but their discoverability and quality is highly variable. The web platform for astronomy education activities, astroEDU, presented in this paper tries to solve these issues. Using the familiar peer-review workflow of scientific publications, astroEDU is improving standards of quality, visibility and accessibility, while providing credibility to these astronomy education activities. astroEDU targets activity guides, tutorials and other educational activities in the area of astronomy education, prepared by teachers, educators and other education specialists. Each of the astroEDU activities is peer-reviewed by an educator as well as an astronomer to ensure a high standard in terms of scientific content and educational value. All reviewed materials are then stored in a free open online database, enabling broad distribution in a range of different formats. In this way astroEDU is not another web repository for educational resources but a mechanism for peer-reviewing and publishing high-quality astronomy education activities in an open access way. This paper will provide an account on the implementation and first findings of the use of astroEDU.
Support for early career astronomers who are just beginning to explore astronomy research is imperative to increase retention of diverse practitioners in the field. Since 2010, Astrobites has played an instrumental role in engaging members of the community -- particularly undergraduate and graduate students -- in research. In this white paper, the Astrobites collaboration outlines our multi-faceted online education platform that both eases the transition into astronomy research and promotes inclusive professional development opportunities. We additionally offer recommendations for how the astronomy community can reduce barriers to entry to astronomy research in the coming decade.
I had the marvelous good fortune to be Ken Wilsons graduate student at the Physics Department, Cornell University, from 1972 to 1976. In this article, I present some recollections of how this came about, my interactions with Ken, and Cornell during this period; and acknowledge my debt to Ken, and to John Wilkins and Michael Fisher, who I was privileged to have as my main mentors at Cornell. I end with some thoughts on the challenges of reforming education, a subject that was one of Kens major preoccupations in the second half of his professional life.
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